英语教学过程中的语码转换:对英语教育系讲师话语的研究

Faurina Anastasia
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引用次数: 0

摘要

语码混合或语码转换在英语课堂教学中的应用,尤其是提高英语理解能力。教学过程中的语码混合和语码转换会使语言学习更有意义、更有效(Liu, 2008)。语码混合和语码转换的研究多见于口语交际,如日常交际或正式场合。许多关于码混合和码转换的研究都没有提到这些码在学习过程中的具体过程(Kim, 2006;Marzona, 2009;Saputro, 2013;Siregar and Sumarsih, 2014;二甲胂酸,2017;Oladosu, 2011;Mustain, 2011;Siskawati, 2021)。其他空白是大部分研究地点在初中和高中,其他来自电视,报纸,杂志,电视节目等。另一个不同之处在于他们以教师、学生和社会群体为研究样本。在本研究中,英语教育系讲师成为研究样本,大学作为研究地点。本研究的目的是了解英语教育系讲师在教学过程中语码转换的种类及影响语码转换的因素。本研究采用描述定性方法。本研究的对象是英语教育系的两位讲师。该工具包括描述性观察文件(通过加入班级小组平台)和2021年8月的访谈清单。在分析数据时,研究者通过在线平台观察学习过程,记录讲师的话语,转录记录,根据Romaine的理论(1995)将数据分类为讲师使用的各种语码转换,然后计算出每种语码转换的百分比。研究者在访谈记录的基础上分析了讲师在教学过程中使用语码转换的因素,并运用Holme的理论(1992)得出结论。结果表明,讲师使用的语码转换有两种类型,即句间转换(57.5%)和句内转换(42.5%),不存在标记转换。访谈数据显示,讲师在教学过程中使用语码转换的原因有参与者、设置或社会语境、话题和功能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
CODE-SWITCHING IN ENGLISH TEACHING PROCESS: A STUDY OF LECTURERS’ UTTERANCE AT DEPARTMENT OF ENGLISH EDUCATION
Code-mixing or code-switching in English teaching and learning used in EFL classroom, especially to enhance understanding skill in English. Code-mixing and code-switching in teaching process will make language learning more meaningful and effective (Liu, 2008). Most studies of code-mixing and code-switching easily found in oral communication, such as in daily communication or formal situation. A lot of research on code-mixing and code-switching were not mention the specific process of those codes in learning process (Kim, 2006; Marzona, 2009; Saputro, 2013; Siregar and Sumarsih, 2014; Ansar, 2017; Oladosu, 2011; Mustain, 2011; Siskawati, 2021). The other gaps are most of the research sites were in junior high school and senior high school and others from television, newspaper, magazine, television program, etc. Then other different is they used teacher, students and group of society as the sample of research. In this research, lecturer of Department of English Education became sample of the research and university as site of the research. Objective of the research is to find out kind of code-switching uttered by the lecturer in teaching process at Department of English Education and the factors influencing code-switching. Method used in this research is descriptive qualitative. The subjects of the research are two lecturers of Department of English Education. The instrument consists of documentation of descriptive observation (by joining class group platform) and list of interviews on August 2021. In analyzing the data, the researcher observed the learning process through online platform, recorded the lecturer utterance, transcribed the recording, classified the data into kinds of code-switching used by the lecturer based on Romaine’s theory (1995), then calculated the percentage of each kind of code-switching. The researcher analyzed the factor why the lecturer used code-switching in teaching process based on the recording of interview and draw a conclusion by using Holme’s theory (1992). The result showed there are two types of code-switching used by the lecturer, namely inter-sentential switching (57,5%), intrasentential switching (42,5%), and there was not tag-switching. The data of interview showed the reason of lecturer used code-switching in teaching process because of the participant, setting or social context, topic, and function.
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